Sheffield Hallam University has joined the fight against one of the UK's biggest cancer killers by launching its first Massive Open Online Course (MOOC) in Enhancing Prostate Cancer Care.In collaboration with Prostate Cancer UK the MOOC has been designed to give healthcare professionals, patients, carers as well as those with a keen interest in
EMMA – providing multilingual access to European MOOCs
The European Multiple MOOC Aggregator called EMMA for short, is a 30 month pilot action supported by the European Union. It aims to showcase excellence in innovative teaching methodologies and learning approaches through the large-scale piloting of MOOCs on different subjects. EMMA will provide a system for the delivery of free, open, online courses in multiple languages from different European universities to help preserve Europe’s rich cultural, educational and linguistic heritage and to promote real cross-cultural and multi-lingual learning.
This July we are launching Digital Pedagogy Lab Courses, a series of professional development opportunities for educators, librarians, technologists, and instructional designers. Our project has had many starts. We have...
CLMOOC will begin June 18 and end August 2, 2015. Over the course of these 6 weeks we will play with new tools and processes, share our results and our learning, and explore the educational framework known as Connected Learning.
Three years ago, Thomas Friedman, Op-Ed Columnist for the New York Times wrote the forward looking column Come The Revolution where he summed up the disruption of MOOCs (Massive Open Online Courses) on higher education in this way: “Big breakthroughs happen when what is suddenly possible meets what is desperately [...]
Recent literature on MOOCs suggests that many of the lessons taught by decades of e-learning experimentation have not been learned, reflected upon and that learning in an online or blended context is not simply “repackaging” a course or posting course notes online with some video-captured content.Few in the literature argue for instance that better institutional collaboration and synergy and a significant review and better alignment and integration of institutional academic advising, academic support, assessment and eLearning policies are needed, which would enable MOOCs and other
Last month my colleagues and I completed a pilot of what well may be the most interesting project of my life. It was the pilot of a new type of MOOC that pushes the MOOC design envelope by blending a globally transformative platform with an eco-system of deep personal, locally grounded learning communities.
"Hennessy advocated for hybrid courses -- based on a relatively small set of top-quality digital lectures, enhanced by simulations. He said he believed not in MOOCs, but in LSOCs, or large selective online courses.
He said, for instance, that introductory courses could be "more compelling" if the best instructors produce courses, and they are enhanced and distributed, with on-campus faculty members acting as in-class coaches, leading group exercises, offering extra help to those who are struggling, and so forth. He said that research already demonstrates that high-quality hybrid courses can improve student learning."
George Siemens, executive director of The University of Texas at Arlington’s Learning Innovation and Networked Knowledge Lab, is the lead author of “Preparing for the Digital University: A Review of the History and Current State of Distance, Blended, and Online Learning.” The international study offers strategies and important implications for higher education institutions preparing for the digital wave. It also emphasizes the importance of universities drawing from learning sciences research in preparing new models of teaching, learning, and student assessment.
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